Noah had a much better session transition today. He cried for a few minutes but enjoyed walking to the classroom. He warmed up much more quickly today and worked hard. Worked on Wh question worksheet with some visuals. These were difficult. What questions 2/10 with no cues. His accuracy increased when provided a choice of two. Do you wear a hat or a shoe on your head?' 'Do you hear with your nose or your ear?' Continue to give visuals and/or a choice of two items for what, where, and when questions.
Noah did a nice job requesting to use the bathroom during today's session independently.
Continue working on pronouns. Focusing on using I instead of 'Noah' when referring to himself.
L sound in conversation and direct practice: 70% accurate with minimal cues.
Object function choice of 3 with visual cues, where questions and combination questions sent home for more practice.

Richard had a good session this afternoon. He finished another reading comprehension story. The focus was to pick out important facts/information in the story to highlight to help him reference while answering questions. He did not highlight any facts. 7/11 correct. Richard worked on TH, L, L blends, and S sounds during the game of SPOT IT. He is improving in his articulation during highly competitive games which is great to test him holding on to these sounds in different situations,

Richard had a great session today. He worked on reading comprehension activities with moderate/maximum help reading the story. Worked on highlighting important information from the story. He was able to pick some important information from the story like main characters but needed some cues on other information that might be important. Answered questions correctly in 4/5 opportunities.

Noah initially transitioned well into the session. About 5 minutes in, he had a difficult time. During his difficult time, the clinician asked him to use the restroom. He did not make it to the bathroom and had an accident. He recovered well and had his best session yet! He was focused and engaged very well with the clinician. He worked on multi syllabic words (2,3, and 4) in phrases and sentences. He also worked on action picture cards using the present progressive form in short sentences. Wh - questions were the most challenging as it appeared that he had difficulties on what type of answer was expected with a who or what. Noah did a nice job with eye contact and engaging in some attempts at conversational speech. He answered questions about halloween. At the end, during free play with the clinician, he used 3-4 word phrases consistently. 'I like the trains,' 'I going to sit now' 'I need money' 'I all done now' and 'Clean up trains' -

Richard had an excellent session today. Worked on multi syllabic words in sentences, 85% accurate. Worked on articulation of L blends and TH in sentences while talking to others around the school. Needed minimal cues/reminders in conversation. One final story comprehension activity 5/5 with minimal cues.

Richard had a great day today. Initially went outside to work on TH sound in conversation. Also worked on initiating and keeping the conversation going with a peer. Richard had difficulties coming up with a phrase to start the conversation and some difficulties keeping it going. Once back in his classroom, he worked on answering long story comprehension questions. He did an excellent job focusing and grasping onto the details of the story. 4/5 questions answered correctly. After hearing longer stories (~8 paragraphs), Richard did a nice job answering questions. He was about 80% accurate.

Chris excitedly initiated conversation this morning. He happily stated, "Hi Ms.Lynne, I have something really important to show you," as he simultaneously reached into his backpack to share his "SMC" Halloween costume. His excited demeanor set the tone for the session, as topic shifting was strong and rapid. Scaffolding strategies and familiar organizational cue supports were highly successful, as he was observed to utilize "transition phrases" for the duration of the session.
His awareness of attentional shifting, and self reflection regarding attention was strong this session as we reviewed nuances of "attention." He subsequently was noted to share "Ms. Lynne, my head is jumping today." Conversational expansion was supported with familiar cues, and increased cycles of reciroprocity were noted, characterized by use of affirmation followed by a contingent response for 3-4 cycles.

Worked on how to greet an adult when they walk into the room. Transitioned to working on different social situations and how to respond/interact.Worked on initiating interactions with others. Came up with 5 different things/greetings he could use to start a conversation. He had some difficulties being able to come up with a way to greet someone that was an adult. Worked on how to start a conversation with an unfamiliar person.He had a difficult time being able to come up with general questions. For example, he said 'Hey what's your fortnight username?' as a question to start a conversation with an unfamiliar person. Problem solving Short story - 3/5 appropriate responses with no cues. It appears the Christopher often times knows the right thing to say but loves to joke around and give a funny answer.

The session commenced with Chris excitedly sharing the new "plushies" that had arrived the day before. He was eager to also share that his "birthday order" was almost complete, and that he was able to create new videos with these new characters. Scaffolding supports were provided to assist with linguistic organization, and use of cohesive ties as he shared his new storyline ideas. Arousal state was fairly high this session, as attentional shifting was observed with increased frequency. Topic transition phrase use was supported with familiar cues and prompts. Topic expansion was supported with direct questioning, as well cues for provision of contingent comments. Periods of increased speaker -speaker overlap were noted, however, Chris demonstrated awareness of overlap with moderate consistency and utilized clarification strategies such as "Sorry Ms. Lynne, wait, what?" four times this session. Allowance for comment/comment exchange was subsequently noted for 2-4 cycles following the repair.

Chris excitedly initiated conversation this morning as he so often does. He shared some of the new items that he had with him today, affording an opportunity to expand conversational reciprocity. Chris utilized familiar starter strategies. Supports were provided to assist with conversational cycle expansion, and the use of contingent responses to comments, decreasing the need for repeated use of direct question stimuli to facilitate more lengthy cycles. Familiar supports were also provided to assist with clarification of intended messages specifically during instances of "tv talk" usage, as this was noted with increased frequency this session. Aspects of perspective taking, presupposition and interpretation of body language, facial expression, and gesture were reviewed and were successful in assisting Chris with the ability to repair and revise his intended message in order to enhance communication success.